THE AFFECTIVITY WORK AS A TOOL FOR ADHD

THE RELATIONSHIP OF INTELLIGENCE IN affection With the child's mental development

The Determination describes the persistence of the child with what you want, your way and willful action is imperative, does not accept opinions and charges and wants to do things his way even if it is wrong. This category illustrates the characteristics of omnipotence and self-reference which raise the child in interaction with others. This functioning self-centered, with a focused concern for our own needs and identity, represents the dynamics of Egotism.Intense feelings of inadequacy, incomprehension and rejection. Perceive the environment as punitive and intolerant, but are deemed worthy of punishment. However, reacting to the constant criticism in an attempt to deny otherwise disparage others.Hyperactivity, disorganized behavior while, therefore represents the projection of negative introjects from the middle of which must defend itself, like: "You're boring. You are disobedient. You are always up, doing the wrong things." The child lives an internal conflict between "ought not" and what is originally their way of being and acting like he could not accept his own feelings, thoughts and actions. Therefore, the child creates a negative sense coming from a confused body image. Hyperactivity can still express a form of refusing to think about the unloving and intolerant actions from the environment, representing a permanent state of tension and anxiety experienced by the child.The Egotism reveals the struggle of the child (through the determination) to impose their identity and way of being before the world. Thus, the way they act, think and feel reflects: "Since the world does not accept me as I am, I do not understand and does not meet my needs of affection, I'll entertain me, I'll do what I want. Nobody the boss of me. "Analyzing the hyperactive child are: restlessness and inattention means that the child is in permanent process fluid, continuous movement in search of new stimuli. There is an excess of excitement that creates a high level of energy mobilization for the implementation of action, which is made ready and impulsively. Maintains a surface contact with things, constantly changing the focus of attention from one object to another.
The child does not fully meet, does not reach the harmony organismic experiencing a permanent state of dissatisfaction. The child, therefore, is undergoing a process of endless pursuit of self-regulation, in which inattention and hyperactivity disguise the essential condition of the syndrome that reflects an alienated pursuit of goals and meaning of life.This child poses a challenge to educators, parents, health professionals for a change in their models of thought, speech, interaction. She does not accept being subjected to standard methods of teaching or educational models hard. Craving creativity, flexibility, warmth and, above all, be treated as a subject responsible for their learning process.Psychopedagogical proposals to address the child in the academic field in order to facilitate their academic performance.- Give information, instructions / guidelines short and brief. - Repeat the information and make the child repeat what was said or taught. - Requiring a smaller number of tasks and issues in the assessments. - Conduct more oral than written assessments.- Exercising the fine motor skills related to visual perception. - Working positively look and listen for a child with acute exercise selection and targeting of objects - figures.- He is more interested in things that the child can do, by their talents and not only by their disabilities. Emphasize more the qualities of the supposed deficits.- Enjoy the joy, vitality, creativity, intuition, generosity and warmth of the child to create a positive environment to enable a healthy contact between the child and his colleagues.
ADHD in children is as it is in the world with its rapid pace, portraying the human inattention and restlessness anxiety present in modern society. The whole is in pieces and the part is in all. We are a society that we produce and produce.Pedagogical practices in the teacher must be highly altruistic, appreciate anything that makes your student. Seek to reinforce the positive over the negative, leading the student to be accepted by the group, because these features usually tend to keep them from friends.You should consider it as a whole, respecting individuality, no labels - student problem, disinterested, irresponsible - to try to understand their difficulties, making it a being capable.Since students with ADHD, have low self-esteem, the teacher needs to deal with it, creating an environment of affection, generating confidence and security to the student, realizing that being understood.ConclusionExperiences in the classroom led to significant results, where the difficulties of working with ADHD students, taking into account their individuality, had students who could not pay attention to general explanation, because they moved all the time, spun on all objects called attention to them, walked and talked the whole time.Rather than treat them as unruly, disinterested, reinforcing the negative side, worked in a playful manner, movable letters, in every free moment, we worked on our table individually, looking for praise them, stroking, to accommodate and feel confident, the profitable each achievement to show the class how the student was capable and intelligent, so that the group had a new look, create a different concept of friend, improving its relations with the group.The family also met some difficulty in understanding the problem of child, where they believed their children were lazy, disinterested and did not want to work, even sometimes to the extreme by putting the child to a harsh environment, living with violence and underestimate, was conducted a family-oriented work, from the knowledge that it has become easier to work together with the family, so we can achieve our goals making advances in the learning process, where at the end of the school year of a first series Municipal these children were at alphabetic reading and interpreting texts, formulating sentences, rewritten texts and essays, only misspelled, in the case expected for this level.Affectivity and Determination attach great importance to the psycho-emotional field of the hyperactive child. The Affectivity reveals an intense sensitivity and emotional reactivity and a way to be generous with each other. These children have a high demand for affection, have a lack of affection, or rather a deficit Affectivity.It is undisputed that affect plays an essential role in the functioning of intelligence. Without love there would be no interest or need, or motivation, and consequently, questions or problems would never be placed and there was no intelligence. The affection is a necessary condition of intelligence in the constitution. We can consider two different ways the relationship between affectivity and intelligence. The true essence of intelligence is the progressive formation of the structures pre-operational and operational. The relationship between intelligence and emotion, we can postulate that the affection does or may cause the formation of cognitive structures. Jean Piaget
Many authors have presented such an argument, for example, Charles Odier in his study of the relationship between psychoanalysis and my studies in child psychology. Odier held that the scheme of object permanence - the discovery that the baby is about the permanence of the object when it disappears from your field of vision - is caused by feeling, object relations. That is, this is due to the child's relationships with the object or person involved. In other words, the child's relationships with the parent object, or others, are responsible for the formation of cognitive structure.
The French psychologist Wallon think that emotion is the source of knowledge. A scholar of Wallon, Malrieux, even says that the estimate of distance, or the perception of distance is due to the desire to reach distant objects, and not the actual distance of objects.
A second interpretation is that the affection explains the acceleration or retardation of the formation of structures; acceleration in the event of interest and need, emotional retardation if the situation is an obstacle to intellectual development, as in the excellent study by Spitz in hospitality.